Is this a stupid idea please?

Ok, so having escaped from teaching and all the performance management and marking and data and horrendous classroom behaviour etc. etc. etc., I have seen a vacancy for 'inclusion manager' in a school which I know has behaviour problems and serves a rather grotty end of town....

Yes I know, I'd be mad to consider it..... only, would I? How different is working purely with internally excluded kids from working with whole classes as a 'proper teacher'? (The job doesn't require one to be a teacher, so presumably no marking, planning etc.

Not sure why I'm even thinking about it except, like malaria, it gets into the blood and never really goes away.

So is it a stupid idea? What nitty gritty things do I need to know about it before I decide on whether to go for it or not?

I have just been reading the job description as provided by TES. I think it looks pretty interesting and I should have thought that you're ideally placed with your teaching background. I imagine there's a fair bit of paperwork and some liaising with outside agencies, someone else will probably come along who will be able to give you some advice. If you do need to work, then why not try it? No one is saying that you have to do it forever. Good luck

Not sure if this would be the same, but one of my daughter-in-laws works as an inclusion manager for Autistic children.
She not only works with them but has to design Programmes of Study and provide materials, so you may still have some planning to do. Plus writing up reports on how well they coped with the PoS and 'what to move on to next'. She is also an LA leader and does training for other teachers and is one of the designated people trained in restraint.

So potentially lots of opportunities to extend your skills, as presumably it will include all sorts of different 'problems', which will need different strategies.

Also had a colleague years ago, who ran an inclusion unit within a school, they had their own timetable, curriculum etc and it was enormously successful.

I just told Mr Bilongame and he's forbidden me to even think about it. Saved!!
Why IS is that teaching/schools/kids is such a recurring infection? @peakster I look at the job description and the money and think 'I could do that' and forget all the stuff that caused me to leave...

I would hate that job. Kind of like a SENCO, but with none of the authority. Basically child minding all the kids that no-one else wants in lessons and being blamed for the fact they aren't angels after 2 weeks of ten seconds a day with you. (I'm assuming a mainstream primary here.)

I think Mr Bilongame is right.

But I know what you mean about teaching...I'd not leave it behind for all the world.
Maybe look at museums or galleries and see what education vacancies they have?

I'm an Inclusion Leader & SENCo in a 3 form primary in a very deprived area. Same remit as Inclusion Manager, just a different title. I teach 2 hours a day, line manage all TAs, pastoral team and specialist staff, mentor an NQT and I'm part of SLT. It's very intense, lots of paper work and massive responsibility. It's all consuming but totally worth it.

The job is secondary - support staff pay structure - involves mentoring and behaviour management - more of a one-to-one approach as well as managing the sin-bin. It's the one-to-one bit that's appealing really

I left teaching at Christmas (ups3, suddenly a support plan after one observation!) I applied for a pastoral role in a school. I didn't get an interview as I was "over qualified". I hadn't seen that coming! I just thought I has the correct experience!

I would advise caution if you plan to look further into this, @monicabilongame . I also suspect that Mr Bilongame is quite correct in his instructions!

I have not seen the job description but it sounds to me that the sort of job you may be looking for would be 'Learning Mentor' which really does involve 1-to-1 support.

'Inclusion Manager' has a much wider brief which involves greater responsibility and accountability. I last wrote a job description for an inclusion mamager several years ago, but it included an overview of the achievement and progress of several cohorts of pupils including Looked-After, SEND, Pupil Premium (and being responsible for PP funding), FSM, At-Risk, EAL, Ethnic Minority and I even threw in G&T for good measure.

You are far more likely to spend your time filling in CAF forms and hosting (or attending) TAC/TAF meetings than working 1-to-1 and, if the school's Inclusion Manager JD is in anyway similar to the one I put into place, you will be one of the first in line for interview when Mr Ofsted hoves into view. Certainly before lunch on Day 1.

@nomad it's ok - I always (nearly) do what Mr Bilongame advises - after all, he has to live with me!

It is just the perennial pull of the school environment and the sense of 'I could do that', and 'I could make a change/help kids progress' etc., and is something I suspect every teacher, past or present, knows. Even when they know things have changed so radically, the ideal still shines before them.